randy kulman - using popular video games to improve executive functions and sel skills

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Using Popular Video Games to Improve Executive Functions and SEL Skills

Presented at Serious Games, July 2015

Randy Kulman, Ph.D. [email protected] Twitter @rkulman, @lw4k

Video Games and Learning

Play = Learning: Psychological perspectives from Piaget, Elkind, Brown, Gray, Singers

Play- Test and explore observations, learn about relationships, cooperation, frustrations, success (SEL)

Play- How kids learn about expressing selves, restraining impulses, taking perspectives, imitating, and creating

Play- learn to plan, think of the future, executive functions Digital play = learning: Gee, Squire, organizations such as

Serious Play, Games for Change and Health, University of Wisconsin

Video Games Make You Smarter-YouTube

https://www.youtube.com/watch?v=OOsqkQytHOs&list=PLvFsG9gYFxY9PskPZccLwy2IvMsphpEkq&index=4

Specific Games and Learning

Academics - Reading, math fluency, topical areas

Cognitive skills - Processing speed, attention abilities

Job-related skills - e.g., Laparoscopic surgery, military functions, leadership

Social-emotional functioning - Social skills

Executive functions - Working memory, cognitive flexibility, focusing

Research – Video Games have Positive Effects on Children.  

Improve processing speed (Green and  Bavelier, 2009)

Improve working memory (Klingberg et al., 2007) Increase pro-social behaviors (Gentile et al.,

2009) in children. Improve social involvement (Ferguson, 2010) Build brain regions  Kühn and her colleagues

study of Super Mario Bros, Haier’s Tetris research Improve Brain Flexibility with StarCraft Rayman Raving Rabbids and Reading Fluency

Research on executive/thinking skills and positive effecs of video games

Increasing Proccessing Speed (Green and Bavelier 2009)

Improving Working Memory (Klinberg et al. 2007)

Increasing Pro-Social Behavior in Children (Gentile et al 2009)

Improving Social Involvment (Ferguson, 2010)

Building Brain Regions (Kuhn and colleagues study of Tetris)

Hyperlinks Continued…

Starcraft: Improves Brain Flexability (Glass et al. 2013)

Rayman Raving Rabbids: Improves Reading Fluency (Franceschini, Gori, 2013)

Research - negative impact of video games on children

Increasing levels of obesity with screen-based time, primarily television

Poor psychological adjustment in kids who play more than 3 hours per day - Pediatrics report

Violence and video games -  Bushman data 7 hours 38 minutes per day of digital-media

time - ignoring other activities - Kaiser Foundation data

Video game addiction 3- 8% cited-DSM-V category internet gaming disorder

Social Thinking Skills and Tech

Social Emotional Learning

Definitions - Learning process to understand and manage emotions, set and achieve positive goals, and care and connect with others

Competencies - Self-awareness, social awareness, self-management, relationship skills, and responsible decision making

Importance in education, work, social relationships

Why it is important in the context of serious play How does it transfer from GBL to RWL (Real World

Learning)

SEL in Game Play

How it is observed in game play Specific SEL skills Self-awareness - Game requires one to examine

strengths and weaknesses Social awareness - Depend on one another to

succeed and advance Connect/relationship skills - Creation of clans, teams,

and guilds Manage emotions - Strategies to handle frustration,

promote optimism Decision making - How to use new items, powers,

tools, or situations

Executive Functions

Definitions - Brain-based self-management skills, neurobiological basis

EFs as the tool for higher human functioning, “cognitive command and control center of the brain”

The cognitive command and control systems of the brain.

The CEO of the brain The manager, organizer, and coordinator of internal

and external information. Capacities that enable independent, purposeful, goal-

directed behavior. Critical-thinking and self-regulatory skills

Problems with Working Memory

Executive Functions Continued

Task initiation Sustained attention Task persistence Response inhibition Affective regulation Time management Working Memory Organization

Organizational Skills Needed

Executive Functions in Game Play

Planning- anticipating an enemy attack in a FPS

Working Memory- Recall a series of moves in battle

Flexibility- Change approach with new levels

Self- Awareness- learning from mistakes Self-Control- controlling frustration to

progress Organization- manage inventories and

supplies

Research on executive/thinking skills and video games LWK pilot research on differentiated instruction,

targeting areas of EF weakness with video games Combination of board and video games improve fluid

reasoning and processing speed (Mackey, 2011) Working memory video games improve WM, fluid

reasoning skills (Cogmed ) Intensity/duration Computer-based training improves executive attention

in preschoolers (Rueda, 2005) Video game-like math and reading programs improve

learning, reduces attention symptoms (Kulman) Games (non-video) increase cognitive load - teaching

tool by parents reduces ADHD signs in preschoolers (Halperin, 2012)

Study on games to improve working memory (Davis, 2011)

How Popular Games and Apps Improve Executive Functions

Practice – primarily with games with the skill is used repeatedly in order to achieve goals

Support, primarily apps where a skill is scaffold by the functionality

Mastery, primarily apps and games with built-in generalizability and practice

Minecraft

EF and SEL skills used Flexibility Organization Time management Planning/decision making Connect/relationship

Minecraft

Angry Birds Go

EF and SEL skills used Flexibility Focus Time management Working memory Manage emotions

IF….. A game made to improve SEL

IF…

EF and SEL skills used Self-awareness Self-control/ manage emotions Embedded skills within the game

Cognitive Engagement and Tech

Why use video games, apps, and digital technologies to improve Efs

Engaged kids Catch them with what they are already doing Willing practice Sustained attention and effort Uses skills (EFs)

that are crucial to 21st century success

Research support for games and learning

But Games are Not Enough!!!

The key to success is effective mediation (can be done in the game) teaching from the game

Teachers (including peers, parents, and embedded instruction) make the connection between game-based learning and real-world skills

Actual learning requires knowledge of the skill, an understanding of how and when to use it, and practice across many situations

How well do game-based skills transfer to the real world?

It is all about generalization! Games alone results in modest

improvements in real-world executive skills

Children with learning and attention problems have problems in generalizing strategies

Games as a teaching tool with mediators

The importance of generalization-Part 1

A definition - The ability to take something you’ve learned in one place and apply it in another place.

Why it is so important? - It is a key to making classroom (or home-based) learning into real-world learning.

Where does it help children? - Everywhere! Generalization insures that individuals can utilize

the skills they have learned in one environment in various settings, with other people, and with different materials

Motivated and Attentive to Tech

Generalization, motivation, metacognition and technology

Games are social, and learning occurs with others

Games foster communication amongst kids Games get special needs kids to participate Games get kids to think about what they

are doing Flow and engagement Attention, practice, and effort lead to

generalization

How to make GBL into RWL

The Sharp Brains model for brain training1. Train a specific brain-based skill2. Target area of weakness with specific tools/

tech3. Make games/ tools adaptive4. Insure intensity and duration5. Have long-term maintenance training6. Include generalization training

The LW4K Model

Integrate strategic teaching principles Explicit goals, partnerships with child,

previewing, engamement, individualization, teachable moments

Detect, Reflect, Connect

Effective Game-based Learning

Embedded teaching in games Practice in games for real-world skills Going outside of the game as a part of the game Collaborative game play - learning social skills

and leadership Discussion and modding outside of the game

Improving generalization by building it into the games

New games such as IF (If You Can)

• For improving social awareness and self-control skills

Innovations in technology to create brain change such as a Akili and other potential tools

Cogmed Working Memory training Lumosity/ other brain-training tools Still very limited, and the critics of

brain training tools are quite vocal

Limitations of using popular games and technologies to improve executive

functions

• Lack of peer-reviewed research• Difficulty in tracking engagement and progress in

the game and relating it to real-world skills and improvement

• Skills that are practiced may be less focused or lack intensity and duration

• Extraneous information and objectives that occur within the game

• Focuses on fun and not skill development• Attitude of educators and researcher is often

negative and skeptical• No evidence of generalizability

Thank You

Contact info: Learningworksforkids.com www.facebook.com/LearningWorksForKid

s Twitter- @lw4k @rkulman Pinterest.com/lw4k 401-515-2006 [email protected]